See discussions, stats, and author profiles for this publication at: https://www.researchgate.

net/publication/316563011

Health Education Media “Smart with Your Foods” Increasing Selection of

Foods Knowledge for Elementary School Students

Article  in  Innovation of Vocational Technology Education · April 2017

DOI: 10.17509/invotec.v13i1.6260

CITATIONS READS

0 154

1 author:

Rita Patriasih
Universitas Pendidikan Indonesia
6 PUBLICATIONS   8 CITATIONS   

SEE PROFILE

Some of the authors of this publication are also working on these related projects:

Effectiveness of Inquiry-Based Self Control Learning Model against Increase in Food Hygiene Behaviors through Sanitation Hygiene Subject in Catering Vocational
Student View project

All content following this page was uploaded by Rita Patriasih on 09 January 2018.

The user has requested enhancement of the downloaded file.

 invotec XIII:1 (2017) 21-26

Innovation of Vocational Technology Education

Available online at http://ejournal.upi.edu/index.php/invotec

Health Education Media “Smart with Your Foods” Increasing

Selection of Foods Knowledge for Elementary School
Students
Rita Patriasih
Universitas Pendidikan Indonesia, Indonesia

_____________________________________________________________________________________
ARTICLE INFO ABSTRACT

Article history: The importance of the application of healthy behaviors in

Received 23 December 2016 elementary schools need serious attention. Results of a
Received in revised form 10
preliminary study revealed the low student behavior, especially on
January 2017
Accepted 23 January 2017 the selection of healthy foods. Efforts to do one of them by
Available online 28 February 2017 conveying this information by using the right media health
education. This study aimed to increase the knowledge of
elementary school students through health education media
Keywords: "Smart with Your Foods". Implementation has been performed
Health education media using a quasi-experimental design with non-equivalent control
Food knowledge group pretest-posttest design. Research subjects are elementary
Smart food
school students. Respondents were divided into the experimental
class and control class. This research reveals that "Smart with
Your Foods" media effectively to enhance students' knowledge
about the selection of healthy foods. Conclusion: This media is
Corresponding author: effective in improving the selection of foods knowledge for
ritapatriasih@upi.edu elementary school students.

1. Introduction

Efforts to improve the quality of human resources is an ongoing activity. One form of such efforts
including with regard to nutrition and health of school children. School-age children are the future
generation. The quality of a nation in the future is determined quality of children who grow up at this time.
Growing development of optimal child nutrition depends on the amount and kind of correct.
Elementary School Students generally meet the needs of snack and lunch is done by way of purchase
of a school cafeteria. But the fact that not all school canteens facilitated with adequate, namely canteens
that provide healthy food in sufficient quantities for their students. Thus many students bought food at
merchants outside of school.
Snack is usually done by children, because of the lag time between breakfast and lunch are relatively
long so that children require additional nutrient intake between the two meals (Khomsan, 2006). Snack food
or commonly known as street food is the food and beverages prepared and / or sold by sellers and hawkers
21
 invotec XIII:1 (2017) 21-26

especially in streets and other public places (Fellows and Hilmi, 2011). Snack food plays an important role
in providing an additional contribution to the nutritional adequacy, in particular energy and protein. Habit of
eating snacks at school occurred because 3-4 hours after breakfast stomach feels hungry again (Sahadi,
2004). But also street food health risks. This is because often unhygienic handling and no additional food
additives that are not permitted (Saparinto and Hidayati, 2006). Snacks snacks school children who do not
qualify continuously increased to 80.79% in 2013 and Central Java has the highest exposure of morbidity
and mortality in extraordinary events that 4,935 cases of food poisoning (BPOM, 2014).
The results study of Food and Drug Supervisory Agency (BPOM) on students Snacks Profile reveals a
lot going on foodborne diseases and the spread of waterborne diseases (Trianto A.A, 2016). Results of
research on student snacks found that 45% are in the hazardous category. About 19% occurred
extraordinary events occur as a result of these snacks and 78.57% in case of poisoning affecting the
students due to the dangerous snacks (Kristianto et al, 2013).
Less ensuring the quality of street food can harm the health of students. Students are more interested
in buying snacks containing artificial flavoring and coloring compared to the healthy food made from home
industry. (Trianto A.A, 2016). They rarely pay attention to the health aspects of food. They choose snacks
based on preferences, even though these foods are many who do not meet the health standard.
This bad behavior was influenced also by the students' knowledge of good snacks. Knowledge is one
of the factors that influence the selection of foods. Knowledge is the result of the idea that occurs after the
individual performing the sensing of an object. Most people's knowledge gained through the senses of sight
and hearing (Notoatmodjo, 2012).
In fact there are many students who do not have good knowledge about healthy snacks. Results of
research on knowledge of healthy snacks to children of SDN Pekunden Semarang, revealed that only
24.7% of students who have a good knowledge (Ariandani, 2011). Results of research conducted by Agus
and Budiman (2013) revealed that only 45.2% of students who have good knowledge of nutrition and snack
food. Knowledge of individuals influenced several factors: education; information/media, social and cultural
(Budiman and Riyanto, Agus (2013).
Students' knowledge can be obtained either internally or externally. Internal knowledge is derived from
his own life experiences. External knowledge which is derived from the others so that the children's
knowledge about nutrition increases (Solihin, 2005). On the basis of the need for education that is
specifically focused on the selection of healthy food for school children. One effort that can be done is to
improve nutrition and health education.
Health education is one form of intervention aimed at changing health behavior. Done in the form to
invite and to increase public knowledge in order to carry out a healthy lifestyle (Notoatmodjo, 2012).
Families, schools and communities to give effect to the knowledge, skills and attitudes of children (Lytle, et
al., 2000 and Levinger, 2005).
In order for health education purpose is achieved then this needs to be supported with various devices.
One of them using appropriate educational media. The process of giving health education requires an
attractive media for influencing the understanding and changing behavior of target groups (Setiyowati,
2011).
In the course of Educational Communication and Information reveals that the print media is more
effective to convey information and nutrition education. The print media is a medium that promotes static
visual messages. Generally consist of a description of a number of words and images in the form of
posters, leaflets, brochures, magazines, modules, and pocket books (Zulaekah, 2012).
"Smart with Your Foods" is one of the topics that have been developed print media researchers in the
form of a card game that contains images and messages about food knowledge of healthy snacks in
schools. The media contains material introduction food groups, food additive that is often used in snacks,
components that must be considered in the label snack foods.
The game is carried out following types of games Picture Card that has been known previously by the
students. But the message contained therein is replaced with the vital information they need to remember
and are read aloud when they make the game. Each student gets a turn to read the information repeatedly
to get a pair of cards that they read earlier. It is continuously performed until the cards run out and get a
couple complete all the cards in accordance with the group.
On the basis of this background, this study aims to determine the increase knowledge of healthy food
choices at the elementary school students through health education media "Smart with Your Foods".

22
 invotec XIII:1 (2017) 21-26

2. Method
2.1 Research Method

The method used in this research is quasi experiment with non-equivalent control group pretest-
posttest design. Research subjects are elementary school students. Respondents were divided into the test
and control classes. In Shadis, Cook, and Campbell (2002), kind of quasi-experimental designs can be
seen from the use of pretest and the use of the control group.

2.2 Research Design

This study uses a study design non-equivalent control group design also called models pre-test post-
test control group design in one experimental group and one control group. Dantes (2012: 97) reveals that
the design is very often used in educational research and research behavior (behavioral) others.
O1 x O2
O1 O2
O1 = Pretest experimental and control group
O2 = Posttests experimental and control group
X = Treatment with SWF media implementation
on an experimental class

2.3 Population and Samples

The population in this study were students of SDN Isola. Samples to be used as research subjects
taken two classes of Grade 4 by 2 class. With the number of each student as much as 35 and 37 people.
Furthermore, students were grouped into experimental class and control class. Sampling was done by
using purposive sampling cluster where the class is used as a research class is determined by certain
considerations. Based on consideration of the school that the sampled classroom more conducive
classroom environment quiet and adequate classrooms and have the same hours of lesson time is starting
at 07.30 am.
2.4 Hypothesis
H0: Experiment = Control, meaning that there is no difference rerated increase student's knowledge of
learning outcomes using the media SWYF with conventional learning.
H1: Experiments > Control, meaning that there are differences increased knowledge student about
selection of food on the average student learning outcomes using SWYF media compared to
conventional learning models.
Tests using parametric statistical tests, namely through the t-test with a standard error of 5%, when
data showed normal distribution and homogeneous.

2.5 Instrument and Techniques of Data Collection

The instruments used in the form of a questionnaire to test techniques to determine the results of
learning about healthy food choices. Instruments tested beforehand to determine validities and reliability.
The researcher also reliability testing to determine the level of difficulty and the distinguishing power.
Experiments conducted in March 2016, with “Health Food Selection” subject. Before the experiment is
performed a pretest beforehand in both classes (experimental class and control class). Furthermore, the
learning is done by using the SWYF media the experimental class. While the control class is done without
using the SWYF media. After the learning is done posttest in both classes.

2.6 Data analysis

The instrument analyzed to measure the validity, reliability, level of difficulty and quality of level
differently. The reliability tests performed with Cronbach alpha formula. About the difficulty level is really an
opportunity to answer the question on the level of certain capabilities that are usually expressed in the form
of an index. The difficulty level of the index is generally expressed in terms of the proportion of the amount

23
 invotec XIII:1 (2017) 21-26

of about 0.00 to 1.00 (Aiken 1994: 66). The greater the difficulty level of the index derived from the results
of the count, meaning the easier about it.
Collected Data is processed to determine differences in learning outcomes in the treatment group and
the control group. If the data showed normal distribution and homogeneous, then testing using parametric
statistical tests, namely through the t-test with a 5% error level. Gain test was conducted to see the
effectiveness of SWYF media at Sanitas Hygiene lessons.

3. Results and Discussion

The research instruments were tested this time in the form of multiple choice objective test consisting
of 10 items with 5 possible answers, followed by 35 people. Test results validity of knowledge about healthy
snacks election showed the validity coefficient of 0.74. These values indicate that the validity of questions
that are in the middle criteria.
Results of the analysis showed that the coefficients of reliability test reliability of 0.81. These values
indicate that the level of reliability problems are the criteria for "high". Difficulty level test analysis results
obtained hardship index items amounted to 0.69 with the criteria of "moderate"
Then test the level of difficulty, obtained difficulty index of about 0.68 pretest so that it can be
concluded that the criteria for the level of difficulty instruments of knowledge about food hygiene is
"moderate". Further distinguishing quality analysis results from the instrument obtained a value of 0.69.
These values indicate that the distinguishing quality of the items have quality distinguishing "good".
Normality test knowledge of healthy food selection shows that the normal distribution of data with a
probability value electoral knowledge food healthy snacks selection are as follows:
Score Pretest class Experiment = 0.215 > 0.05.
Score Posttest class Experiment = 0.173 > 0.05.
Score Pretest class Control = 0.021 > 0.05
Score Posttest class Control = 0.176> 0.05.
All data probability value is above 0:05 so we can say with normally distributed data.
Processing homogeneity tests were performed with SPSS 16 and obtained the significance of grades
pre electoral knowledge test healthy food class experiments based on the variable value Pre Electoral
Knowledge Test Healthy Food Grade Control of 0.601> 0.05, meaning that the same variant of data
variables.
The results of data retrieval from the value pretest and posttest in the experimental class is as follows.

Table 1. Distribution of the level of knowledge of the selection of healthy snacks on the respondents before
and after health education with media SWYF
Pre Post
f % f %
Good 2 6,7 21 70
Sufficient 9 30 9 30
Less 19 63,3 0 0
Total 30 100 30 100
average 53 100 83 100
stdv 12.114 10.34

Based on data in Table 1 it can be seen students who have a good knowledge category only 6.7%
experienced improvement after being given education about knowledge of healthy snack foods. The
existence of new information on healthy snacks provides the foundation for the formation of new cognitive
knowledge in the selection of healthy snacks (Ariandani, 2011).
Furthermore, the t test to determine distinguishing the learning outcomes in second grade after SWYF
media given using the experimental class and without the use of SWYF media the control class, as listed in
the table below.

24
 invotec XIII:1 (2017) 21-26

Table 2. T test Result of Food healthy Snacks Selection Knowledge

T test
t t table
c
Class o Conclusion
u
n
t
Pre test Experime H0: accept
0.91
nt
5
Control 2.11
Posttes Experime 3 H0: rejected
5.46
t nt
3
Control

Based on table 2 known that pretest Food Healthy Snack Selection knowledge, t = 0.915 <t table =
2,113 can be concluded that there is no significant difference between the value pretest the experimental
class and the control class pretest score. That means either the initial state students in the experimental
class and control class before implemented SWYF media have the same capabilities. As for the post-test, t
= 5.463> t table = 2113 so that it can be concluded that there are significant differences between the
experimental and control classes posttest. That means the state student experiment class and control class
after the implementation of the SWYF media turned out to have different capabilities.
These results are similar to results of research on the effectiveness of health education media in the
form of booklets in the Makamhaji village which indicates that there are differences in knowledge between
before and after the health education of dental caries in respondents with media booklets and audiovisual
media. (Agustin, Maria Irdawati & Endang Zulaicha Susilaningsih, 2014). Similarly, research on the effects
of health education through the medium of picture books that showed an increase of knowledge in media
group picture books and leaflets (Jannah, Heru, Yuli, 2016).
Some functions especially print media based visual proposed by Levie and Lentz (1982) are: 1) The
function of attention, which attract and direct attention to the students to concentrate on the content related
to the meaning of the displayed image or text accompanying the subject matter; 2) affective function, seen
from the enjoyment level of students when studying or reading a text display. Image or visual symbol can
arouse emotions and attitudes student; 3) cognitive function, visual image or symbol can facilitate the
achievement of the objectives to understand and remember the information or message contained in the
image.

Table 3. Result of Gain of Food healthy Snacks Selection Knowledge

Class Gain Value Category
Experiment 0.89 good
Control 0.47 less

This research reveals the average score on the posttest experimental group increased to 89.47 with a
value of N-gain = 0.89. Results N-gain knowledge kasil learn healthy food selection in a control class is
0:47. This shows that the media "Smart with Your Foods" effectively enhance students' knowledge about
the selection of healthy snacks.

4. Conclusion

The results of the pretest value t test revealed that there is no difference between the experimental
class students and grade control prior to the implementation of learning in both classes. But the results of
the analysis of the t test values occur posttest knowledge gaps in both classes after SWYF media applied
the experimental class. Gain index results showed N-gain experimental classes that are in both categories
compared with N-gain the control class. Thus it can be concluded that the use SWYF media effective in
improving the selection of foods knowledge for Primary School Children.

25
 invotec XIII:1 (2017) 21-26

References

Agustin M.I. & Endang Z.S. 2014. Effectiveness of Health Education Audiovisual Media Booklet Compared
Against Parental Knowledge About Dental Caries in Children Ages 5-9 Years on Village Makamhaji.
Muhammadiyah University. Surakarta. Skripsi.

Ariandani, B. 2011. Factors Associated with Elections Food Snacks on Primary School Children. Jurnal
Ilmu Gizi. Diponegoro of University.

Budiman & Agus. R. 2013. Capita Selecta Questionnaire: Awareness and Attitudes in Health Research.
Jakarta: Salemba Medika

BPOM. 2014. Annual Report 2013 - National Agency of Drug and Food. Jakarta: BPOM RI.

Fellows P. & Hilmi, M. 2011. Selling Street and Snack Food. Diversification booklet No.16. Rome: Rural
Infrastructure and Agro Industries Division Food and Agriculture Organization of the United Nations.

Jannah Z., H. Heru Subaris Kasjono & Yuli K. 2016. Differences Influence on Health Education Dental
Caries through Media Picture Story Books and Leaflet against Knowledge, Attitudes, and Behaviors
Primary School Children in Malang. Muhammadiyah University. Surakarta. Skripsi.

Kementrian Kesehatan RI. 2014. Pedoman pelaksanaan UKS di Sekolah. Jakarta: Departemen Kesehatan

Khomsan A. 2006. Healthy Food Solutions. Jakarta: Raja Grafindo Persada.

Kristianto, Y. dkk. 2013. Determinant factor in the selection of street food primary school students. Jurnal
Kesehatan Masyarakat Nasional 7(11).

Levie, W.H. & Lentz, R. 1982. Effects of text illustrations: A review of research. ECTJ 30(4): 195-232.

Levinger, B. 2005. School Feeding, School Reform, and Food Security: Connecting! e Dots. Food and
Nutrition Bulletin 26(2): S171-S178.

Lytle, L.A., Seifert, S., Greenstein, J. & McGovern, P. 2000. How do Children’s Eating Patterns, and Food
Choices Change over Time? Resultsfrom A Cohort Study. Am J. Health Promote. 14(4): 222-8.

Notoatmodjo, S. 2012. Health Promotion and Health Behavioral. Jakarta: Rineka Cipta.

Setiyowati. 2011. Audiovisual Media Effectiveness of Food Additives in Health Education Personal Hygiene
Knowledge and Attitudes towards Primary School Students Pusmalang, Wukisari, Cangkringan, Sleman,
Yogyakarta. Yogyakarta: Gajah Mada. University Skripsi.

Sihadi. 2004. Snack food for Students. Jurnal Kedokteran Yarsi 12(2).

Zulaekah, S. 2012. Effectiveness of Nutrition Education Booklet with Media against Nutrition Knowledge
Elementery School Students. Jurnal kesehatan masyarakat 7(2): 121-128.

26

View publication stats